Joy as a practice: performing joy in children’s everyday relations in early childhood education settings

Karjalainen, Satu

doi:10.1080/03004430.2020.1775593

Cited by 7 publications

(4 citation statements)

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“…Performativity offers an alternative to representationalism, as the focus shifts from issues of correspondence between descriptions and reality, as well as the power of words to represent pre-existing things, to matters of practices, actions, doings and becomings (Barad, 2003; Koro-Ljungberg et al, 2018; Vannini, 2015). Barad's (2007) notion of response-ability (both ethical responsibility and the ability to respond) encourages us to look at everything, seen or unseen, as agentive.…”

Section: Understanding Joy As a Performative Forcementioning

confidence: 99%

“…Fortunately, there seems to be increasing research interest in relational approaches to joy, emotions and affects (e.g. Burnett and Merchant, 2018;Cekaite and Andrén, 2019;Dernikos et al, 2020;Ehret and Rowsell, 2021;Kuby, 2014;Leander and Ehret, 2019), including in the context of Finnish early childhood education and care (Byman et al, 2022;Karjalainen, 2020;Karjalainen et al, 2019;Nordström et al, 2019;Nordström et al, 2021). Furthermore, research interest in the everyday and ordinary, understanding how we make sense and meaning, is also gaining more traction.…”

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confidence: 99%

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Reimagining joy as a performative force in early childhood education

Nordström

2022

Contemporary Issues in Early Childhood

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In this conceptual paper, the affective intensity of joy is approached as becoming. Following a relational ontology, joy is attended to both as performed in relation to others (human and more-than-human) and as a performative agent. This paper is based on an empirical exploration of the remarkableness of young children's everyday lives in a Finnish early childhood education context. This study contributes to the emerging field of affective and embodied research practices in early childhood education by disrupting and reimagining the way in which joy is thought about and researched. Exploring joy from a post-qualitative methodological approach and drawing on a relational ontology will afford novel research insights and new knowledge about joy as a phenomenon beyond the individual human. By reading diffractively and drawing on a ‘practical provocation’, the author aims to increase understanding of joy as a performative force, which is important for early years practitioners and researchers. Acknowledging the relational and performative aspects of young children's joy within intra-action reveals the remarkable and transformative possibilities in seemingly unremarkable and mundane events.

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Section: Understanding Joy As a Performative Forcementioning

confidence: 99%

mentioning

confidence: 99%

Reimagining joy as a performative force in early childhood education

Nordström

2022

Contemporary Issues in Early Childhood

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“…The dialogues in silence are portrayed by a playful acquaintance, multisensory pleasure, and satisfactory achievement. Prior studies showed that children utilise joyous resources to create friendships (Karjalainen, 2020) and to maintain social bonds (Pawłowska, 2020). The three contributions from our study are: (a) The social bonding is not restricted to their teachers and peers but includes things that are meaningful to the children; (b) The joyous resources can be shared in silence, not only in verbal conversations; (c) children co-created a rhythm to maintain excitement in their play-world, not only with peers as Trevarthen (2011) suggested, but also with teachers and their material environments.…”

Section: Discussionmentioning

confidence: 99%

Re-defining silence in unvoiced dialogues in storying-play: The sound of affects

Gaffney

Sansom

et al. 2023

J Child Edu Soc

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This article chronicles three stories selected from a post-intentional phenomenological study conducted by the first author. The authors aim to investigate affective connections in children’s silent play by addressing three research questions: (a) How do children engage in dialogue with the teacher, their peers, and the material environment without words? (b) What emotions are produced in silent play? and (c) What changes in children’s affective connections occur through silence? We drew on the notion of intentionality in post-intentional phenomenology to illuminate meanings of the phenomenon for individuals about what they felt and experienced. With a focus on intentionality, we delved into the ways children meaningfully communicated with others and connected to the environment in their unspeaking moments. We also took on a posthuman notion of intra-actions to rethink silence as an inaudible yet sensible sound communicated between children and things. The prior studies showed that children’s silence was a mode of expression. Through storying the silent play-stories, we offered two alternative meanings of silence––intra-active communication with people and things and inaudible inner wellbeing, in addition to a mode of nonverbal expression as identified in prior studies. The findings are significant in enriching and renewing our understanding of children’s silence in inclusive ECE environments. Silence is re-defined as a mode of embodied communication and affective connections. This article invites researchers and educators to genuinely “listen” to children’s stories, even in silent play.

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“…Tunnetuimmassa teoksessaan, Minä ja Sinä (Buber 1999(Buber [1923; ks. myös Karjalainen 2021;Huttunen 1999;Värri 2004), Buber laati käsitejärjestelmän kuvaamaan sitä, millaisissa suhteissa ihminen voi olla toisiin ihmisiin ja maailmaan.…”

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Mertala¹

2022

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Tämän artikkelin tavoitteena on laajentaa digitalisaatiosta, datafikaatiosta, automaatiosta ja kasvatuksesta käytävää teoreettista keskustelua. Artikkelissa pohdin sitä, millaisia merkityksiä koulutuksen kiihtyvällä datafikaatiolla ja automaatiolla on opettaja-oppilassuhteille ja ylipäätään käsityksellemme formaalin kasvatuksen olemuksesta. Käsitteellisesti ammennan Martin Buberin dialogisesta filosofiasta, erityisesti Minä–Sinä- ja Minä–Se-käsitepareista, jotka kuvaavat eri tapoja, joilla ihmiset ovat suhteissa toistensa kanssa. Datafikaatio ja automaatio tuovat uusia näkökulmia Buberin ideoihin, erityisesti Minä–Se-suhteeseen. Oppilaan representaatio ei rakennu enää vain yksilön, tässä opettajan, mielessä, vaan myös datakaksoisolentona, joka tuotetaan ja jota analysoidaan sekä visualisoidaan erilaisten alustojen kautta. Keskeinen väitteeni on, että lisääntyvä datafikaatio ja automaatio ohjaavat opettaja-oppilassuhdetta kohti objektivoitua Minä–Se-suhdetta dialogisen Minä–Sinä-suhteen sijaan.

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Joy as a practice: performing joy in children’s everyday relations in early childhood education settings

Cited by 7 publications

References 41 publications

Reimagining joy as a performative force in early childhood education

Reimagining joy as a performative force in early childhood education

Re-defining silence in unvoiced dialogues in storying-play: The sound of affects

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